Pedagogy: Assessment Types
This quiz covers assessment types: assessment FOR learning, AS learning, OF learning, diagnostic assessment, triangulation, and feedback.
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Study Guide: Assessment Types
The Three Assessment Types
Assessment FOR Learning (Formative) — happens DURING instruction. The teacher gathers evidence to answer: Where is the student now? Where do they need to go? How best to get there? The goal is to adjust teaching, not to give a grade.
Assessment AS Learning (Metacognition) — the STUDENT monitors their own learning. They self-assess, reflect, and adjust. The key word is metacognition — thinking about your own thinking.
Assessment OF Learning (Summative) — happens at the END of a unit or term. This evaluates what the student achieved. This is the grade on the report card.
Diagnostic Assessment
Takes place BEFORE instruction begins. It tells the teacher what students already know so they can plan accordingly. Like a doctor diagnosing before treating.
Triangulation of Evidence
Teachers gather evidence from THREE sources: Observation (watching), Conversation (talking), and Student Product (work samples). Peer assessment is NOT one of the three.
Purpose of Feedback
To reduce the gap between where the student currently is and the learning goals. Not for parents, not for report cards — for the student.
Reliability of Assessment FOR Learning
Depends on: clear learning goals, success criteria, descriptive feedback, and self-assessment opportunities. NOT on standardized rubrics or frequent tests.
Formative Assessment Tools
Timely feedback, using results to guide instruction, and inventorying student interests are all formative. Moderated marking is NOT formative — it is a summative/evaluation practice.
